4. grade 6 personal social - province of manitoba · 2020-08-08 · energetic shiny hair...

Grade 6��

��The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positiverelationships with others.

5-8 Physical Education/Health Education: A Foundation for Implementation

� Identity Map

Have students put a picture of themselves in the middle of a pieceof poster paper. Ask them to write a list of their individualcharacteristics around the picture (e.g., gender, culture, family,religion, community, appearance, interests, hobbies, preferredlearning approaches). Encourage students to discuss thecharacteristics that help build self-confidence. Have studentsdisplay their posters.

� FACTORS

Ask students to write paragraphs describing themselves, using theacrostic FACTORS:

F (family members and/or favourite foods)

A (special abilities)

C (clothing representative of their culture)

T (mode of transportation they or their family commonly use)

O (current or former occupations of parents/guardians, ifapplicable)

R (religion, if applicable)

S (shelter—where they live)

� Name Fame

Have students choose the name of a classmate from a list and writea poem about this person’s unique characteristics. Characteristicsmust be worded positively.

Examples of Acrostic Poems:

Energetic Shiny hair

Medium-length brown hair Tall

Intelligent in music Athletic

Laughs a lot Caring

Yugoslavian Youthful

See 5–8 ELA, Strategies–69 to 71 for additional Poetry Frames.

� Celebrate Diversity Day

Have a day in the class when all students share something uniqueabout themselves, such as

• a dance they can perform

• a unique skill (e.g., juggling, singing) they have

• something important they have learned from an elder, a familymember, or a special person

• something they collect

SUGGESTIONS FOR INSTRUCTION

Students will...

PRESCRIBED LEARNING OUTCOMES

��K.4.6.A.1 Describe individualcharacteristics (e.g., gender, race,family, religion, community,appearance, interests, hobbies,preferred learning approaches...) thatcontribute to the development ofpersonal identity, self-confidence,and self-efficacy.

Curricular ConnectionsELA:GLO 1—Explore thoughts, ideas, feelings,and experiences.GLO 4—Enhance the clarity and artistry ofcommunication.GLO 5—Celebrate and build community.

SS:Identity, Culture, and Community

6–84

� Performance Task: All ActivitiesTeacher Assessment: Checklist

Observe whether the student is able to describe personalcharacteristics that contribute to personal identity, self-confidence, and self-efficacy.

� Yes

� No

� Journal/Learning Log: All ActivitiesSelf-Assessment: Anecdotal Notes

Ask students to reflect, in their journals, about their uniquecharacteristics.

After students have participated in an activity suggested for thislearning outcome, have them answer the following questions:

• What surprised you about yourself or about others?

• What did you learn about yourself?

Suggested Criterion:

Look for

� the student’s ability to identify a variety of personalcharacteristics

TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

Grade 6: Personal and Social Management–Knowledge

6–85

Treat this learning outcome withsensitivity since students may feelself-conscious of personal traits,background, or parents’ occupations.Ask students to focus on positivetraits of self or others.

Pictures of students can be takenwith a digital camera and printed foruse in the classroom.

Aboriginal Link:

For a list of resources, refer toAboriginal Peoples: ResourcesPertaining to First Nations, Inuit,and Métis (Manitoba Education andTraining).


� Intersecting Goals

Ask students to brainstorm a list of short-term and long-termgoals. Use a Venn diagram to record the suggestions. Where thecircles intersect, list the goals that could be both long-term andshort-term.

Discuss why goals may need to be revised. For example,

• goals/steps are unrealistic (tasks)

• tasks are too difficult (tasks)

• something unexpected happens (time)

• too busy (time)

• illness (time)

• needs or wants change (responsibilities)

• responsibilities change (responsibilities)

� Picture a Goal

Have students pick one goal they would like to accomplish inthe next month. Using four boxes, have them draw or list whattasks would need to be accomplished by the end of each week.

� Goalies in the Net

Have students dramatize a series of “plays” (as opposed to“steps”) needed to accomplish a long-term goal. The individualplays represent the short-term goals, and the long-term goal isthe final goal, which is written in the net.

Ask students to draw a diagram of all the plays (see teachernotes) they need to accomplish before achieving their final goal.

Example of Plays to Complete a Science Project:

Play 1: Gather materials (science experiment equipment, books, cardboard poster, paper, pen).

Play 2: Conduct the experiment.

Play 3: Write the first draft of the report.

Play 4: Have the report peer edited and make revisions.

Play 5: Complete the final copy.

Play 6: Mount the report on the board.

Goal: Science project is done in six easy plays.


Students will...


��K.4.6.A.2a Identify and reviseshort- and long-term goals (e.g.,using a student planner for schoolwork, training for a marathon relayteam, saving money...) for personalmanagement (i.e., tasks, time,responsibilities).

Curricular ConnectionsELA:GLO 1—Explore thoughts, ideas, feelings,and experiences.GLO 3—Manage ideas and information.GLO 4—Enhance the clarity and artistry ofcommunication.

PE/HE:GLO 2—Fitness Management (S.2.6.A.3b)

6–86

� Questioning/Interview: All ActivitiesTeacher Assessment: Scoring Rubric

Interview students to discuss their personal long-term and short-term goals.

Suggested Criteria:

Use the following criteria to assess students’ responses.

Scoring Rubric

Scale The student

3 • is able to set realistic goals, identifying both short-term and long-term goals

• is able to discuss how setting goals will help him or her manage life more effectively

2 • has some difficulty setting realistic short-term and long-term goals

• has minimal understanding of how setting goals might help him or her manage life more effectively

1 • has difficulty identifying short-term and long-term goals

• lacks the ability to see how setting goals might helphim or her manage life more effectively



6–87

When setting long-term goals, havestudents consider

• what they would like toaccomplish in the future

• where they would like to be in 10years

When setting short-term goals, havestudents consider

• available time, resources, andsupports

• current responsibilities, such asbabysitting, family functions,other jobs or commitments,lessons they attend, and workthey need to complete for theireducation

For a variation, students may want touse a sport theme analogy to showthe plays (e.g., hockey, football,basketball). Students can hold theactual game equipment as they callout the various plays.

Plays to Reach a Goal

1

2

34

5

6

SCORES

Refer to BLM 5–11: GoalSetting.



Students will...


6–88

� Works for Me

Have students come up with a list of time-managementtechniques, organizational skills, and planning skills inpreparation for a class assignment/project or a test/examination.Ask each student to contribute examples of effective skills toinclude in a class book or a form for parents/guardians to sign.

� I’m Late, I’m Late

Discuss the benefits of effective time management. Havestudents respond to the following statements/questions eitherindividually or with a partner:

• Good time management leads to…

• Poor time management leads to…

• A good time manager…

• A poor time manager…

• What does good time management look like?

• What does good organization look like?

• What does good organization feel like?

Discuss the various responses.

� A Look Inside

Ask students to draw a picture of or describe orally how theinside of their own desk looks, without making any changes.Then ask them to draw or describe orally how it could bereorganized and set up to be more efficient.

Variation: Have students take a snapshot or draw a picture oftheir room at home before and after they reorganize it. Ask themto have their parents/guardians assess what they have done to getmore organized.

� Binder Check

Have pairs of students assess each other’s binder and list fivetips for improving its organization (e.g., hole punch all pages,date and use headings on each page, keep pages in correct order,use a ruler for making lines, improve outside binder appearance,write more neatly).

��K.4.6.A.2b Determine effectivetime-management techniques andorganizational skills (e.g., makinglists, setting priorities...) for personalplanning (e.g., preparing for tests,examinations, projects,competitions...).




6–89

� Observation: Works for MeTeacher Assessment: Rating Scale

Have students fill out a form such as the following to determineeffective time-management techniques and organizational skillsfor personal planning.

Variation: Ask students to take home the above assessmentform/rating scale and have a parent/guardian assess them.

Personal Planning: Rating Scale

4 3 2 1The student Always Frequently Sometimes Rarely

• identified effective ways to plan related to

— making lists

— prioritizing tasks

— setting goals

— making a schedule

— making a commitment

— being self-disciplined

— other

• showed strong time management and organizationby

— preparing for the test

— preparing for the examination

— writing the examination

— completing the project

— being self-disciplined/self-motivated

— other

Helping students plan and preparefor school assignments or tests isvaluable. Encourage students toshare information related to thislearning outcome with an adult athome so that the information can bereinforced.

Good time managers

• consider the unexpected

• leave extra preparation time

• make lists

• prioritize tasks

• set goals

• have organized notes

• designate study/work time

• take responsibility

Good time management leads to

• assignments done on time

• less stress

• more time for leisure activities

• positive self-esteem

It is advisable to break long-termassignments into shorter ones withmini-deadlines. Record all deadlinesin an agenda book, if possible.



Students will...


6–90

� Decisions I Make…

Discuss personal and social factors that affect decision making.Have students brainstorm examples of healthy lifestyle decisionsthat they make daily (e.g., exercising, brushing teeth, notsmoking, not drinking soft drinks). Have them draw an outlineof a person to represent themselves. On the inside of the figure,students list personal factors that affect their decision making.On the outside of the figure, they list the social factors that alsoaffect their decisions. Have students share the personal andsocial factors that they observed to create a class list.

� Decision Pyramid

Ask students to design a pyramid to outline factors that areimportant to their decision making. They begin with the toptriangle and then work their way down, listing people and thingsthat affect their decisions in order of importance, with the topbeing most important.

Have each student share and discuss his or her pyramid withanother person. Have volunteers present their pyramids to theclass.

��K.4.6.A.3 Describe howpersonal factors (e.g., emotions,time, previous experience, priorknowledge, personal goals, abilities,religion...) and social factors (e.g.,peers, friends, trends, society, culture,media, advertising...) influencemaking responsible and health-enhancing decisions (e.g.,participating in daily physicalactivity...).

Curricular ConnectionsELA:GLO 1—Explore thoughts, ideas, feelings,and experiences.GLO 5—Celebrate and build community.

PE/HE:GLO 2—Fitness Management




6–91

� Journal/Learning Log: Any ActivityTeacher Assessment: Anecdotal Notes

Ask students to write, in their journals, about how they makehealth-enhancing decisions. They may focus on an incidentwhen they were influenced by something personal and/or socialto make a healthy lifestyle choice (e.g., exercising, eatinghealthy foods, getting enough sleep, improving personalhygiene, avoiding substance use). For example, how did theydecide to begin an activity or to eat more nutritiously?


Look for

� the students’ ability to describe how personal and socialfactors influence their decisions

Ensure that students recognize thatdifferent factors influence people tovarying degrees. Factors that may bea top priority for some may not evenbe considered a priority for others.

If the pyramid does not work forsome students, they could useanother shape, such as a circle, arectangle, or something else of theirchoice.



Students will...


6–92

� Influential Factors

Ask students to create a collage (using pictures and text) offactors that influence their decision making related to socialsituations. Under each picture or word, have them write how thisfactor might help or hinder them.

Examples of Influential Factors:

• Picture of friends playing soccer—helps because itencourages me to be more active.

• Picture of a teen smoking—hinders because it mightencourage teens to start smoking.

• Name of a movie with violence—hinders because violencewill not solve problems.

• The word “truth”—helps because my family taught me totell the truth and because others will want to be with peoplewho are honest.

� A Novel Idea

Choose fictional stories or scenes from films/movies related tomaking responsible decisions. Have students identify theinfluences that may have helped or hindered the decision-making process in the selected case scenarios.

��K.4.6.B.1a Identify theinfluences (e.g., familybeliefs/values, role models, peers,advertising, television, movies...) thathelp or hinder responsible, socialdecision making (e.g., choosingfriends, choosing activities,communicating with others...).


SS:Identity, Culture, and CommunityHistorical Connections



6–93

� Paper and Pencil Task: Influential FactorsTeacher Assessment: Inventory

Have students list influences that help and/or hinder theirdecision making and explain how.


Look for

� the students’ ability to list the influences and explain howthey help or hinder their social decision making

Influence Help Hinder Explanation/Context

1. Family X • provides support2. Television X • is not interactive3. Movies X • could be motivational4. Team Sports X • promote teamwork5. Peers X X • could help or hinder,

depending on context (e.g., pressure to smokeor not to smoke)

6. Other

Factors That Influence Social Decision Making

Many different problem-solving anddecision-making models exist. Thefollowing DECIDE model (describedon page 112 of the Framework)includes and supports healthknowledge and the values andbeliefs of family, religion, andcommunity:

• Define the topic or issues.• Explore alternatives or options.• Check alternatives against sound,

relevant health knowledge andvalues—family, church, school,and community.

• Identify possible solutions.• Decide and take action.• Evaluate and revise.For more information on character,see the following website:<http://www.charactercounts.org>.

Possible Influences:

• parents/guardians• grandparents• teachers• sisters/brothers• the law• music• friends• spiritual leaders

Aboriginal Link:

For Aboriginal resources, refer to thefollowing websites:

• Instructional Resources Unit(Library), Manitoba Educationand Youth:<http://libinfo.merlin.mb.ca>

• Manitoba First Nations EducationResource Centre:<http://www.mfnerc.com>

TEACHER NOTES (continued)

• Online resources that include Aboriginal content, such asCANTEACH: <http://www.canteach.org/>



Students will...


6–94

� What’s Your Social Score?

Have students develop a list of responsibilities and actions toguide themselves in a variety of social contexts (e.g., in theclassroom, on a team, in a group, as a friend, in a restaurant, in astore). Use a chart similar to the one below to record theinformation.

Example:

Using the list, have students assess themselves and write anexample for one situation. Once they have completed this task,ask them to go through the list and put a star beside the itemsthat they would like to improve in themselves over the next fewmonths.

Social Context Responsibility Action

Community Respect Greet people.

School Compassion Help others.

Home Cooperation Help with chores.

��K.4.6.B.1b Recognize personalparticipation and responsibility(e.g., respect for and acceptance ofindividual differences, awareness ofsocial norms and values, concern andcompassion for others, cooperation,motivation to solve interpersonalproblems...) in different socialcontexts.





6–95

� Observation: What’s Your Social Score?Teacher Assessment: Checklist

Observe whether the student is able to recognize personalparticipation and responsibilities in a variety of social contexts.

� Yes

� No

� Journal/Learning Log: All ActivitiesSelf-Assessment: Inventory

Ask students to answer the following three-part question in apersonal journal:

What does responsibility look like, sound like, and feel likerelated to (fill in the social context)______________?

Invite guest speakers (e.g., elders) tospeak to the class about socialresponsibility and decision making.



Students will...


6–96

� Quote Me

Discuss the characteristics of passive, aggressive, and assertivestyles of communication. Have students each write a quotationto represent one of the styles of communication on separateindex cards, write their names on the back, and put the cards in abox. Ask students to pick a card, read it, and state what style ofcommunication it represents. Have the student who wrote thequotation indicate whether the response was correct.

Examples of Quotations:

• Aggressive:“They are stupid for not including me.”

“Shut up and let me talk.”

“I will get you for this.”

• Passive:“I’m not good enough to be included.”

“Who cares about what I have to say?”

“I don’t care.”

• Assertive:“I feel sad that you didn’t include me.”

“I need you to listen to me.”

“I am angry.”

Variation: Identify three locations in the room/gym to representthe three styles of communication. Have students physicallymove to the locations that match the examples on the indexcards.

� Journal Entries

Ask students to record, in their journals, occasions when theyhad to be assertive or should have been assertive, responding toquestions such as the following:

• Why did you need to be assertive?

• What did you say/do?

• What were the results of your behaviour?

Assess students’ responses in terms of the results.

��K.4.6.B.2a Identify differentstyles of communication (i.e.,passive, aggressive, assertive) andtheir characteristics (e.g., passive isignoring an issue, aggressive isconfronting an issue without thinkingit through, assertive is addressing anissue with tact...).




6–97

� Paper and Pencil Task: Quote MeSelf-Assessment: Inventory

Have students tally the number of correct responses theyguessed during the activity.

___ # of aggressive responses out of ___

___ # of assertive responses out of ___

___ # of passive responses out of ___

� Observation: Quote MeTeacher Assessment: Checklist

Observe whether the student is able to identify different styles ofcommunication and list their characteristics.

� Yes

� No

Read the quotations before they areput in the box to ensure that they areappropriate for class discussion.



Students will...


6–98

� Find It, Chart It, Do It

Discuss what it means to cooperate and collaborate. Askstudents to list behaviours that demonstrate workingcooperatively and collaboratively with others.

Have students prepare for, conduct, and report findings fromsurveys, following these steps:

• Students work in small groups to generate a list of interviewquestions.

• All groups work together to create one list for all students touse.

• Each student interviews at least four people to survey theiropinions related to working with others.

• Students record their survey results in a log and then sharethe information with members of their group.

• Each group creates one chart or graph (e.g., pie chart, bargraph, line graph) to represent the behaviours that areimportant for working cooperatively and collaborativelywith others.

Variation: After students have played a team game, discuss thebehaviours that promoted cooperation and collaboration for eachteam.

� Puzzled

Ask each student to

• design a picture to represent working cooperatively andcollaboratively with others (e.g., a group of people moving alarge item, a team encouraging each other in a huddle, aband performing a song)

• separate the picture into small puzzle pieces

• exchange puzzles with a partner and assemble the picture

� Cartoon Collaboration

Ask students to bring to class examples of cartoon strips thatshow characters working or playing together. Divide a bulletinboard in half. On one side, group all the cartoons that showcharacters successfully cooperating or collaborating. On theother side, group all the cartoons that show characters havingdifficulty cooperating or collaborating.

��K.4.6.B.2b Identify thebehaviours (e.g., showing respect,fulfilling a commitment, abstainingfrom put-downs, helping others whoare experiencing difficulty, followingdirections, being encouraging...) thatare important for workingcooperatively and collaborativelywith others.

Curricular ConnectionsELA:GLO 2—Comprehend and respondpersonally and critically to oral, literary, andmedia texts.GLO 3—Manage ideas and information.GLO 5—Celebrate and build community.

MA:Statistics and Probability



6–99

� Observation: Find It, Chart It, Do ItTeacher Assessment: Checklist

Observe whether the student is able to identify behaviours thatare important for working cooperatively and collaboratively withothers.

� Yes

� No

� Journal/Learning Log: All ActivitiesTeacher Assessment: Inventory

Ask students to list behaviours they can practise to work morecooperatively and more collaboratively with others.


Look for

� the student’s ability to identify cooperative and collaborativebehaviours



Students will...


6–100

� Six Pointers

Discuss how to share and express feelings in appropriate ways.Have students draw a six-pointed star, using the points to answerquestions such as the following.

Suggested Questions:

• Whom can I talk to?

• What can I share?

• When could I do this?

• Where could I go?

• Why would I want to express myself?

• How could I express my feelings?

� Four Square

Have students imagine a situation in which they might haveintense feelings (e.g., a family member is sick, an argument witha close friend). Ask them to create a four-square diagram,labelled Talk, Think, Do, and Express, and fill it withinformation about sharing and expressing their feelings inappropriate ways. Encourage them to list at least four points ineach square.

Suggested Questions:

Have students answer the following questions in the foursquares:

1. Whom can I talk to (e.g., Mom, an elder, a counsellor)?

2. What can I think to encourage myself (e.g., I can getthrough this.)?

3. What can I do to help me cope more effectively (e.g.,exercise, eat properly)?

4. What are effective ways to express myself (e.g., throughartwork, music, drama, sports)?

Variation: Have students share and express their feelings in asharing circle.

Talk Think

Do Express

��K.4.6.C.1a Determine strategiesfor sharing and expressing feelingsin appropriate ways (e.g., talkingout conflicts with safe adultassistance, using self-statements orself-talk for control, using activelistening, participating in physicalactivities...).




6–101

� Observation: Six PointersTeacher Assessment: Inventory

Have students write their ideas on a large star on the board or onself-adhesive notes.


Look for

� the student’s ability to list appropriate strategies for sharingand expressing feelings

� Paper and Pencil Task: Four SquarePeer Assessment: Checklist

The student is able to list four points for each category:

1. Talk

2. Think

3. Do

4. Express


The student

� is able to list specific examples of self-talk, active listening,good communication skills, and participation in physicalactivities

Talk Think

Do Express

Sharing and Expressing Feelings:

Ensure that students understand thatexpressing themselves does notmean being negative or using theirexpression as an excuse to hurtothers.

Suggested Answers:

Whom can I talk to?

• parents/guardians

• counsellors

• teachers

• elders

• myself in a journal

• other

What can I share?

• sadness

• frustration

• happiness

• other

When could I do this?

• when someone hurts me

• when I have a conflict orargument with someone

• when I experience familyproblems

• when I am dealing with friendproblems

• other

Where could I go?

• to my home

• to an agency

• to a phone line/helpline

• to an office

• other


Why would I want to express myself?

• to get “it” out

• to ask for help

• to get a different opinion

• to control myself

• other

How could I express my feelings?

• talk

• write in a journal

• exercise

• design something

• create artwork

• send a letter

• other



Students will...


6–102

� Posted Support

Discuss different kinds of loss, such as the loss of

• an object

• a pet

• a parent

• a friend

Discuss different kinds of reactions to loss, such as feeling

• sad (because the person, pet, or object is gone)

• scared

• guilty (that you did or didn’t say or do something)

• worried (that you might also die)

Have students create a class mural of people, places, and thingsthat could help them cope with loss.

� Stages

Ask students to write each stage of grief on a separate page ofblank paper, fold each paper into three equal sections, and labelthese sections Looks Like, Sounds Like, and Feels Like. Havestudents work with a partner to list the characteristics of thedifferent stages. On the back of the paper, they list people/placesthey could go to for help (e.g., family, teacher, school counsellor,elder, spiritual leader).

� Helping Hands

Ask students to write five different ways to help out friends whoare experiencing a loss (e.g., take their homework to them, makethem a snack, phone them to chat, write them a poem, take themfor a walk, draw them a picture). Have students trace their handon a piece of blank paper and put one idea for helping a friendon each finger and the thumb. Post the hands on a bulletinboard.

Variation: Have students determine five different ways to helpout in a loss or grief situation that is described in a story, poem,song, or film.

��K.4.6.C.1b Recognize the rangeof emotions that may beexperienced when loss occurs,including the stages of grief (e.g.,denial, anger, bargaining, sadness,depression, acceptance...), and whereto go for help (e.g., family, teacher,school counsellor, elder, religiousleader...).




6–103

� Journal/Learning Log: StagesTeacher Assessment: Checklist

Ask students to write, in their journals, about a time theyexperienced a loss, or a time they observed someone who wasdealing with a loss.

Have students answer the following questions:

1. What did you notice about this loss experience?

2. What emotions did you have or observe?

3. Where did you go for help?

4. To whom did you go for help?

5. Who are some people who helped?

6. What are some of the stages of loss you experienced orobserved?

Suggested Criteria:

Look for the student’s ability to

� list a range of emotions

� identify the stages of grief

� list people/places to go to for help

� Paper and Pencil Task: Helping HandsTeacher Assessment: Checklist

Observe whether the student is able to list at least five people,places, or things that would help someone cope more effectivelywith loss.

� Yes

� No

Grieving—a period of sadnessfollowing a loss.

Be sensitive to students who maycurrently be experiencing a loss.Encourage students to access thesupport systems that are available tothe school (e.g., school counsellor,elder, clergy).

Provide students with time to reflectabout their own personal losses.Some students will be reminded of aloss they have experienced.

Everyone will have a unique reactionto loss. There is no “normal way” togrieve. Although there are sometypical stages through which peopleprogress while grieving, these stagesoccur at different times and they areexperienced differently by eachperson.

Stages of Grief:

Note that the following stages ofgrief (identified by Elisabeth Kübler-Ross) are not linear. People workthrough them at different rates and tovarious degrees. Some stages mayoccur more than once and in adifferent order:

• Denial—refusal to believe whathas happened.

• Anger—easily agitated, blamingothers for the loss.

• Bargaining—attempt to make adeal in exchange for havingthings the way they were before.

• Sadness—feeling unhappy andgloomy. May not feel motivatedto do anything.


• Depression—feeling there is no purpose to life anymore.May be accompanied by periods of guilt andoverwhelming sadness.

• Acceptance—realizing that life has to go on and you canaccept your loss.

For stories or films related to loss and grief, check resourcesavailable at the Instructional Resources Unit (Library),Manitoba Education and Youth:<http://libinfo.merlin.mb.ca>.



Students will...


6–104

� Bouncing Back

Discuss what enables some people to handle stressful events.List examples of traits that contribute to this resilience (e.g.,humour, flexibility, patience, perseverance, understanding,getting along with others, independence, feeling of self-worth).Have students work in groups to write a short story aboutsomeone who uses these personality traits to help him or herdeal with a stressful situation. Ask students to read or presenttheir story using a dramatic play.

� Trace the Trait

Using stories, films, or movies that involve individualsresponding to stressful situations and bouncing back, identify thepersonality traits that are demonstrated.

Example:

Stressful Situation Traits DemonstratingStress Handled Well

Traits DemonstratingStress Handled Poorly

• Losing a pet. • Working out at gym.

• Talking to a friend.

How Characters Respond to Stress

• Other

��K.4.6.C.2 Identify thepersonality traits (e.g., sense ofhumour, adaptability, patience,understanding...) that are conduciveto handling stress and showingresiliency (i.e., ability to bounce backin a stressful situation).

Curricular ConnectionsELA:GLO 1—Explore thoughts, ideas, feelings,and experiences.GLO 2—Comprehend and respondpersonally and critically to oral, literary, andmedia texts.GLO 4—Enhance the clarity and artistry ofcommunication.GLO 5—Celebrate and build community.



6–105

� Performance Task: All ActivitiesGroup Assessment: Checklist

Have students keep a running list of the personality traits theyobserve in a short story, dramatic play, or movie dealing with astressful situation. Ask them to identify the examples using aform such as the following.

Trace the Trait

Title of Story/Play/Movie _________________________

Group Members ________________________________

Trait Observed Example from Text

1 _______________________ ____________________

2 _______________________ ____________________

3 _______________________ ____________________

Assessed by ____________________________________________

____________________________________________

Resiliency is the ability to bounceback or to adapt successfully whenthings are going wrong to overcomea stressful situation.

For additional information, refer tothe Resiliency in Action, Inc.website:<http://www.resiliency.com>.



Students will...


6–106

� An Inside Look at Stress

Have students research and present the Stages of the GeneralAdaptation Syndrome (GAS) relating to stress. Ask them to

• show the three stages from the perspective of being insidethe body (e.g., the heart beats faster, the respiratory systemworks harder, the body gets worn down)

• present the three stages using drama (e.g., Readers Theatre,skit), visuals (e.g., posters, brochures), or multimediaresources (e.g., computer-generated presentation, digitalpicture show)

� Chart the Course of Stress

After a discussion of the three GAS stages, ask students todevelop three posters to describe the three stages and presenttheir information.

Variation: Ask three groups each to research one of the stages.

� A Still Shot of Stress

Ask each group to develop a tableaux (frozen dramatic picture)to represent one of the GAS stages visually. Have class membersguess what stage is being represented.

��K.4.6.C.3 Describe the GeneralAdaptation Syndrome (GAS)relating to stress and the body’sresponse at the various stages (i.e.,alarm stage, resistance stage,exhaustion stage).

Curricular ConnectionsELA:GLO 1—Explore thoughts, ideas, feelings,and experiences.GLO 3—Manage ideas and information.GLO 4—Enhance the clarity and artistry ofcommunication.GLO 5—Celebrate and build community.



6–107

� Performance Task: All ActivitiesTeacher Assessment: Checklist

Observe whether students are able to describe the characteristicsof and the body’s response at each General AdaptationSyndrome stage.

Stage Yes No

• Alarm � �

• Resistance � �

• Exhaustion � �

General Adaptation Syndrome (GAS)

Stages Signs and Symptoms

Alarm: The body releases adrenaline andattempts many psychological mechanisms tocombat stress and maintain control. The bodyreacts as a means to protect itself. If the stress isremoved, the body goes back to normal—oftenreferred to as a “fight or flight” response.

Resistance: If the stress is not removed, the bodygoes into the next stage, also referred to asadaptation. More hormones are secreted and theblood sugar level increases to keep the bodysupplied with energy. Without a counterbalance(e.g., rest, exercise, relaxation), the body starts toshow negative stress.

Exhaustion: The body runs out of energy and hasa difficult time defending itself against diseaseand sickness. The body suffers mentally,physically, and emotionally. The body cannottolerate continued stress, as it will eventuallybecome sick and exhausted.

• Blood rushes to muscles.

• Blood pressure increases.

• Respiration speeds up.

• Perspiration increases.

• Adrenaline increases.

• Heart beats increase.

• Eyes dilate.

• Stomach may get tense.

• Other

• The body adapts or resists.

• Headaches may occur.

• Fatigue may be experienced.

• Cardiovascular disease may develop.

• Hypertension may develop.

• Vulnerability to disease increases.

• Other

• The body is unable to fight.

• Physical exhaustion sets in.

• Body systems may fail.

• Other



Students will...


6–108

� Combat Stress and Control Anger

Ask students to brainstorm a list of situations that would causemost people to become angry (e.g., put-downs, someoneborrowing something and not returning it, forgetting to bringhomework or lunch to school, losing something, difficulty athome, pressure from a friend, younger siblings behaving in anannoying way). Discuss how to use stress-managementstrategies to cope with these types of situations.

Create a chart with three headings: Before, During, and After.Ask students to use the chart to identify strategies that theycould use before, during, and after a particular situation tocontrol stress and anger.

� Stress Relievers

Ask students to teach one stress-management strategy to the restof the class (e.g., guided imagery, slow and controlled breathing,progressive relaxation).

� Solitude Songs

Have students brainstorm a variety of songs that have a calmingeffect and could help in controlling anger. Have them listen to aselection and then write, in their journals, how the music madethem feel.

��K.4.6.C.4a Identify stress-management strategies (e.g., usingself-statements or self-talk, talking toparents, keeping an anger self-inventory, participating in physicalactivity, keeping a sense of humour...)for controlling anger in differentsituations (e.g., being called names,losing a game, being pressured byparents or peers...).


PE/HE:GLO 4—Personal and Social Management(S.4.6.A.5)



6–109

� Journal/Learning Log: Combat Stress and ControlAngerSelf-Assessment: Anecdotal Notes

Have students write, in their journals, about a time theyeffectively used a stress-management strategy for controllinganger, considering the following questions:

1. What happened?

2. What strategy did you use?

3. How well did it work?

4. What is another situation for which you might use the samestrategy?

� Performance Task: Stress RelieversPeer Assessment: Checklist

Have several students assess each presentation, using a checklistsuch as the following.

Assessment of Presentation

The student Yes No

• explained the strategy thoroughly � �

• demonstrated the strategy clearly � �

• provided an example of how to use � �the strategy

• gave realistic and useful examples � �

Additional comments: ____________________________

______________________________________________

______________________________________________

Suggested Stress-ManagementStrategies:

• Use self-talk.

• Keep an anger inventory.

• Participate in physical activity.

• Keep a sense of humour.

• Rely on a support system.

• Eat nutritiously and drink plentyof water.

• Manage time.

• Get proper sleep.

• Communicate effectively.

• Make a stress-management plan.

• Control irrational thoughts.

• Look at situations from adifferent perspective.

• Practise slow and controlledbreathing.

• Take time out.

• Listen to or play music.

• Focus on visual imagery.

• Practise muscle relaxation.

• Count to 10 slowly.

• Write poetry/stories.

• Create art (paint, work with clay).

Emphasize that everyone managesstress differently. One person mayfind an activity quite useful, whileothers may find it ineffective. It isimportant for people to find out whatstrategy works best for them and touse it effectively.

Consult stress-management trainingprograms for more information.



Students will...


6–110

� Making Time for Goals

Have students continually assess and revise their personal healthand academic goals throughout the school year. (See activitiessuggested for learning outcome K.4.6.A.2a for moreinformation.) Ask students to keep an agenda book or journaland record all their long-term and short-term goals. Set asidesome time at the beginning of each week to give students theopportunity to set new goals and revise ongoing goals.

� Goals in the Net

Make a large net and put it on a bulletin board. When studentsset a goal, have them submit a short write-up about the goal on aself-adhesive note and place it outside the net. When theyachieve the goal, have them move the goal inside the net. Askthem to add to the note how long it took to achieve the goal andcomment on how it has enhanced their health and well-being.Have students staple their goals in the net to display theiraccomplishments.

� Consequences

Have students use index cards to write a variety of scenarios thatrequire problem solving or decision making. Collect the cardsand then randomly distribute the scenarios, one to each student.For each scenario, have students write two possible solutionsand list the positive and negative consequences.

Suggested Scenarios:

• You promised to go to a party with a friend and now anotherfriend is offering to give you a free ticket to go with him orher to see your favourite band scheduled for the same timeas the party.

• Your best friend has started smoking and is pressuring youto give it a try.

• Someone at school is threatening to beat you up.

• Every day you go to your favourite store and buy a supersize drink or some other non-nutritious food.

Variation: This activity can be done in pairs.

��S.4.6.A.1 Assess and revisepersonal health and academic goals(e.g., fitness goal, movement skillgoal, nutrition goal, active livinggoal, personal health-practice goal,academic goal...) to enhance healthand well-being.

��S.4.6.A.2 Determine positiveand negative consequences ofpossible solutions as part of thedecision-making/problem-solvingprocess for making healthy livingchoices.


PE/HE:GLO 4—Personal and Social Management(K.4.6.B.1a)

Curricular ConnectionsELA:GLO 1—Explore thoughts, ideas, feelings,and experiences.

PE/HE:GLO 4—Personal and Social Management(K.4.6.A.2a, K.4.6.A.2b)


Grade 6: Personal and Social Management–Skills

6–111

� Journal/Learning Log: Goals in the NetTeacher Assessment: Checklist

1. Have students set a goal that would enhance their health andwell-being.

2. Discuss three ways in which the goal could be revised tomake it easier or more difficult to achieve.

3. Discuss three ways in which the goal could be assessed.

4. Repeat this process for setting an academic goal or anadditional health goal.

Suggested Criteria:

The student was able to

� set goals

� revise goals

� assess goals

� Paper and Pencil Task: ConsequencesSelf-Assessment: Checklist

Have students list the positive and negative consequences of twodifferent decisions or solutions to a problem.

Suggested Criteria:

The student listed

� possible outcomes to each scenario

� negative consequences for each scenario

� positive consequences for each scenario

Benefits of Setting Goals:

Discuss the advantages or payoffs ofgoal setting. For example, settinggoals

• establishes direction andpriorities

• increases commitment

• helps to measure progress andaccomplishments

• improves confidence and morale

• improves coping capabilities

• prevents problem behaviour

• promotes self-regulation andintrinsic motivation

• saves time

• other

Reinforce this step of the decision-making/problem-solving process onan ongoing basis. It is important forstudents to learn to collect accurateand current information and weighthe pros and cons for making healthychoices.

Refer to learning outcomeK.4.6.B.1a for additional informationand suggestions.

Encourage involvement of parentsand families by providing studentswith a sheet of case scenarios fordiscussion at home.



Students will...


6–112

� Interpersonal Skills

When participating in physical activities or sports and classroomgroup activities, have students demonstrate certain interpersonalskills, such as listening attentively, summarizing information,clarifying feelings, abstaining from put-downs, encouragingothers, playing fairly, being inclusive, showing non-aggressivebehaviour, resisting negative influences, and completing thetask. Follow the SLANT strategy to help students develop activelistening skills (see Success for All Learners 6.11).

� River Raft

To develop team-building skills and promote inclusion, havegroups of students get two gym mats and travel from one end ofthe gym to the other without touching their feet to the floor.They all get on one mat, advance to the other mat, and thenmove the first mat forward, repeating the process until theyreach the other end of the gym.

Variation: Have students complete this activity without talking.If they talk or step off the mat, have them start over from thebeginning.

��S.4.6.A.3 Demonstratefunctional use of interpersonalskills (e.g., fair play, use of inclusivelanguage and actions...) for inclusionof others in different types ofphysical activities (e.g., low-competitive, cooperative,multicultural...).




6–113

� Observation: Interpersonal SkillsSelf-Assessment: Checklist/Anecdotal Notes

Throughout the year, during group activities or projects, havestudents self-assess their interpersonal skills. Have them use thefollowing chart to help them in their assessment.

Self-Assessment of Interpersonal Skills

Skill Yes No Comments

In this group activity/project, did I…

1. listen attentively?

2. follow directions?

3. clarify feelings?

4. abstain from put-downs?

5. encourage others?

6. play fairly?

7. help others?

8. show non-aggressive behaviour?

9. resist negative influences?

10. complete the task?

Assess your interpersonal skills by answering the following questions.If you answer “yes,” give an example of how you did it. If you answer“no,” describe what you could do to improve the skill.

Name ____________________ Date _______________________

Activity_________________________________________________

SLANT (suggested by Edwin Ellis)is an acrostic used to help studentslearn the physical behavioursassociated with active listening:

Sit up.Learn.Activate your mind.Note what the speaker is saying.Track the speaker with your eyes.

(See Success for All Learners, 6.11.)

For additional suggestions onphysical challenges that developteam-building skills, refer toresources such as Team Buildingthrough Physical Challenges (Gloverand Midura) and More TeamBuilding Challenges (Midura andGlover).

Refer to BLM G–16: PE Self-Assessment ofInterpersonal Skills.



Students will...


6–114

� Managing Stress

Throughout the year, practise the use of stress-managementstrategies (see learning outcome K.4.6.C.4a). Some situations inwhich to practise stress-management strategies are:

• before a competition

• when a student is angry

• before, during, or after a test

• before, during, or after a presentation

• when students are in a conflict

• when dealing with change

• when coping with failure

� Journal Entries

Suggest that students make journal entries that detail whathappened to make them feel stressed and the stress-managementtechnique(s) that they used to cope with the stress. Discussentries at class meetings. Students’ stories can help others.

� Stress-Related Stories

Students could identify situations that make characters in thenovels they read feel stressed, discuss how effectively acharacter deals with stress, and note when a character’s stressparallels their own stress. Students could create a bulletin boardon this topic or write letters to the characters that show empathyand give suggestions for dealing with stress.

��S.4.6.A.5 Demonstrate thefunctional use of stress-management strategies (e.g., usingself-statements or positive self-talk,talking with others, taking time out,counting to 10, focusing, breathingdeeply...) for managing stress incase scenarios related to a varietyof situations (e.g., competition,anger, tests, public speaking, conflict,change, failure...).

Curricular ConnectionsELA:GLO 1—Explore thoughts, ideas, feelings,and experiences.GLO 2—Comprehend and respondpersonally and critically to oral, literary, andmedia texts.GLO 4—Enhance the clarity and artistry ofcommunication.GLO 5—Celebrate and build community.

PE/HE:GLO 4—Personal and Social Management(K.4.6.C.4a)



6–115

� Performance Task: Managing StressSelf-Assessment: Anecdotal Notes

Have students fill out a post-stress assessment form after using astress-management strategy.

Post-Stress Assessment

Name_________________________ Date ___________

Time __________

1. The situation:____________________________________________________

2. The stress-management strategy I used:____________________________________________________

3. Why I needed it:____________________________________________________

4. How it worked:____________________________________________________

5. Why I would or would not use it again:____________________________________________________

6. My level of stress after following the strategy (check one):� increased � decreased � stayed the same

Other comments:

___________________________________________________

___________________________________________________

___________________________________________________

For a list of stress-managementstrategies, see the teacher notes forlearning outcome K.4.6.C.4a.

Ensure that students know thatpeople manage stress in differentways. One person may find anactivity quite useful, while othersmay find it ineffective. It isimportant to find out personally whatstrategy works best and to use iteffectively.

Consult stress-management trainingprograms for more information onstress-management strategies (e.g.,art, music, writing).


6–116

Personal and Social Management Outcomes: Grade 6

�� K.4.6.A.1 Describe individual characteristics (e.g.,gender, race, family, religion, community, appearance, interests,hobbies, preferred learning approaches...) that contribute tothe development of personal identity, self-confidence, andself-efficacy.

�� K.4.6.A.2a Identify and revise short- and long-termgoals (e.g., using a student planner for school work, trainingfor a marathon relay team, saving money...) for personalmanagement (i.e., tasks, time, responsibilities).

�� K.4.6.A.2b Determine effective time-managementtechniques and organizational skills (e.g., making lists,setting priorities...) for personal planning (e.g., preparing fortests, examinations, projects, competitions...).

�� K.4.6.A.3 Describe how personal factors (e.g., emotions,time, previous experience, prior knowledge, personal goals,abilities, religion...) and social factors (e.g., peers, friends,trends, society, culture, media, advertising...) influence makingresponsible and health-enhancing decisions (e.g.,participating in daily physical activity...).

�� K.4.6.B.1a Identify the influences (e.g., familybeliefs/values, role models, peers, advertising, television,movies...) that help or hinder responsible, social decisionmaking (e.g., choosing friends, choosing activities,communicating with others...).

�� K.4.6.B.1b Recognize personal participation andresponsibility (e.g., respect for and acceptance of individualdifferences, awareness of social norms and values, concern andcompassion for others, cooperation, motivation to solveinterpersonal problems...) in different social contexts.

�� K.4.6.B.2a Identify different styles of communication(i.e., passive, aggressive, assertive) and their characteristics(e.g., passive is ignoring an issue, aggressive is confronting anissue without thinking it through, assertive is addressing anissue with tact...).

�� K.4.6.B.2b Identify the behaviours (e.g., showing respect,fulfilling a commitment, abstaining from put-downs, helpingothers who are experiencing difficulty, following directions,being encouraging...) that are important for workingcooperatively and collaboratively with others.

�� K.4.6.C.1a Determine strategies for sharing andexpressing feelings in appropriate ways (e.g., talking outconflicts with safe adult assistance, using self-statements or

Knowledge

self-talk for control, using active listening, participating inphysical activities...).

�� K.4.6.C.1b Recognize the range of emotions that may beexperienced when loss occurs, including the stages of grief(e.g., denial, anger, bargaining, sadness, depression,acceptance...), and where to go for help (e.g., family, teacher,school counsellor, elder, religious leader...).

�� K.4.6.C.2 Identify the personality traits (e.g., sense ofhumour, adaptability, patience, understanding...) that areconducive to handling stress and showing resiliency (i.e.,ability to bounce back in a stressful situation).

�� K.4.6.C.3 Describe the General Adaptation Syndrome(GAS) relating to stress and the body’s response at thevarious stages (i.e., alarm stage, resistance stage, exhaustionstage).

�� K.4.6.C.4a Identify stress-management strategies (e.g.,using self-statements or self-talk, talking to parents, keeping ananger self-inventory, participating in physical activity, keepinga sense of humour...) for controlling anger in differentsituations (e.g., being called names, losing a game, beingpressured by parents or peers...).

�� S.4.6.A.1 Assess and revise personal health andacademic goals (e.g., fitness goal, movement skill goal,nutrition goal, active living goal, personal health-practice goal,academic goal...) to enhance health and well-being.

�� S.4.6.A.2 Determine positive and negative consequencesof possible solutions as part of the decision-making/problem-solving process for making healthy living choices.

�� S.4.6.A.3 Demonstrate functional use of interpersonalskills (e.g., fair play, use of inclusive language and actions...)for inclusion of others in different types of physicalactivities (e.g., low-competitive, cooperative, multicultural...).

�� S.4.6.A.5 Demonstrate the functional use of stress-management strategies (e.g., using self-statements or positiveself-talk, talking with others, taking time out, counting to 10,focusing, breathing deeply...) for managing stress in casescenarios related to a variety of situations (e.g., competition,anger, tests, public speaking, conflict, change, failure...).

4.1 Show a positive attitude toward learning, growth, and personal health.

4.2 Be sensitive to the needs and abilities of others.

4.3 Demonstrate personal responsibility in daily work and play.

4.4 Show a willingness to play fairly and work cooperatively/collaboratively with others.

4.5 Show a positive attitude toward change.

4.6 Enjoy participation and learning.

Knowledge (continued)

Attitude Indicators

Skills

4. grade 6 personal social - province of manitoba · 2020-08-08 · energetic shiny hair...

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